企业员工组织社会化内容的结构维度

采用自行研制的组织社会化内容问卷,通过对全国14个城市854名员工进行问卷调查,对企业员工组织社会化内容结构维度进行了探讨。探索性因素分析（N=472）表明,我国企业员工组织社会化内容由组织文化、工作胜任、人际关系和组织政治4个维度构成。四因素模型在验证性因素分析(N=382)中得到了较好地验证。文章最后对组织社会化内容结构的含义、与已有西方研究成果的异同以及不同人口/组织学变量的员工组织社会化内容的差异进行了分析与讨论     

国有企业新员工组织社会化内容的维度研究

在项目搜集、预试与正式调查的基础上,编制了一套具有良好信度和效度的新员工组织社会化问卷。对部分国有企业的员工进行调查,探索性因素分析的结果表明,国有企业员工的组织社会化内容由胜任工作社会化、组织文化社会化和领导政治社会化三个维度构成。文章最后对国有企业员工的组织社会化内容维度与已有研究成果的异同以及不同人口学变量的新员工组织社会化内容的差异进行了分析与讨论。     

组织社会化研究的整合：交互作用视角

组织社会化是个体由组织的外部成员转化为具有参与性和效益性内部人员的适应过程。当前组织社会化研究零碎、分裂,缺少统一理论做指导,亟须进行有效的整合。在论述整合的必要性的基础上,重点分析符号互动与组织社会化的关系,并建立组织社会化的交互作用模型,最后指出了模型的验证、细化及重视中介和调节变量等问题     

新员工主动行为及其在组织社会化中的作用

组织社会化是组织行为学的热点研究问题之一, 最近学者们开始更多关注新员工主动行为在组织社会化中的作用。综合以往的研究, 新员工主动行为可以分为三类：角色定位、关系构建、自我提升。人格特质、目标取向、自我效能、情境变量对新员工主动行为有显著的预测作用。角色定位、关系构建和自我提升在新员工组织社会化过程中有着明显的积极作用。未来, 有必要在前因研究中整合情境因素与个人特质因素, 研究新员工的主动行为可能产生的负面影响以及开展本土化研究和跨文化的比较研究。     

认同理论视角下新员工组织社会化的定义及结构维度

组织社会化研究一直以来被批评缺少理论基础, 导致对组织社会化的本质和结构维度缺乏足够认识, 从而影响到在实证中如何测量员工组织社会化的程度。角色认同理论和社会认同理论可以为该研究提供理论基础。在对概念重新进行理论界定的基础上, 揭示了组织社会化本质是新员工角色及社会认同发展的过程。相应地, 组织社会化程度是一个两维度结构。未来研究应以此为基础进一步发展组织社会化量表和理论模型, 并依据认同理论改进实证研究方法。     

教师社会化策略与内容的关系

本研究将教师社会化视为教师的学习和适应过程,采用问卷调查法,以263名教师为被试.研究了教师社会化策略与教师社会化内容之间的关系,结果表明:①不同的教师社会化策略影响教师社会化内容的不同维度:学校社会化策略影响教师的学校知识和任务掌握;教师主动社会化策略影响教师工作层面的学习;家长配合影响教师任务掌握;同事帮带对教师社会化内容没有直接影响.②教师社会化策略与内容内部各维度间存在密切相关,教师社会化策略可以通过角色知识、学校知识和任务掌握的中介作用间接影响学校政治;同事帮带可以协同学校社会化策略间接影响学校知识.③学校和教师个体在教师社会化中占主导地位,角色知识是教师社会化内容的核心.     

组织社会化交互视角下新员工政治自我效能的动态演化及作用机制

组织政治是工作场所不可回避的客观现象,新员工是否拥有充足的自我信念来有效应对组织政治是他们快速融入组织并且提升职业竞争力的关键所在。因此,将以组织社会化的交互视角为框架,来探讨新员工政治自我效能的作用机制和动态演化过程。首先,通过质性方法对政治自我效能进行概念界定,依照严谨的心理测量方法进行量表开发与信度、区分效度检验,并构建诺莫网络来检验其构念属性;其次,构建动态演化模型,来分析新员工政治自我效能如何随着他们在组织社会化过程中的政治学习而不断进行动态演化,以及在此过程中员工个人的政治意愿和学习导向又会产生何种影响;再次,建立多层级互动模型,系统地剖析在组织社会化阶段新员工与领导、同事之间的互动过程中,新员工政治自我效能如何通过匹配路径和关系路径对工作绩效产生影响。     

员工组织社会化程度对其行为绩效的影响

采用研究者自行编制的员工组织社会化内容问卷,通过对382名企业员工进行调查,运用潜变量路径分析技术,探讨了员工组织社会化程度和员工行为绩效间的关系.结果表明:组织文化社会化对员工组织认同感有显著正向影响,工作胜任社会化对员工工作绩效有显著正向影响,人际关系社会化对员工工作绩效和工作满意度均有显著正向影响,组织政治社会化对员工组织认同有显著负向影响而对离职意愿有显著正向影响.     

互动视角的组织社会化动态跟踪研究

以3项不同时间尺度的跟踪研究, 探索新员工组织社会化的动态与交互过程。首先, 通过在入职最初3个月每月为期1周的即时调研, 探索新员工与主管的沟通特征与机制; 然后通过为期3个月、时间间隔为1周, 针对新员工与其主管的配对短期跟踪调研, 探索社会化过程中学习与认同的动态特征与内部变化机制, 以及互动作用的动态变化特征; 最后通过为期1年、时间间隔为3个月的长期跟踪调研, 考察新员工主动参与组织社会化、领导者主动提供社会化支持的影响因素, 以及组织社会化的结果。     

主动性人格与员工行为的关系：政治技能视角下有中介的调节模型

本研究通过两时点纵向问卷调查,探讨主动性人格与组织公民行为、任务绩效之间的关系,考察主动社会化行为在其中的中介作用,以及政治技能的调节作用。结果表明：（1）主动社会化行为在主动性人格和组织公民行为、任务绩效之间起中介作用;（2）政治技能对主动社会化行为在主动性人格和组织公民行为、任务绩效之间的中介效应起调节作用：当政治技能水平上升,主动性人格通过主动社会化行为对组织公民行为及任务绩效的预测更加明显。     

天津市幼儿教师社会化现状的调查与分析

随机抽取天津市十三所幼儿园的445名幼儿教师为调查对象,通过对其社会化内容和策略的问卷调查,探讨了天津市幼儿教师社会化发展的基本状况,结果发现：（1）幼儿教师“起始阶段”的职业选择主要受其父母影响,且对其职业大多认同,但对其孩子的职业期望,未表现出特殊偏向;（2）幼儿教师在社会化过程中对工作技能的学习认同度最高,而对单位政治的了解程度最低;（3）在影响幼儿教师社会化的诸多因素中,其主动策略占主导地位,幼教机构的社会化策略也占有重要地位;（4）观察／模仿策略是幼儿教师使用得最多的主动策略,而伴随策略是幼教机构最经常使用的社会化策略。     

教师社会化过程的影响因素结构探索

以天津市和甘肃省的教师为被试,探讨了教师社会化过程的影响因素结构,形成了《教师社会化影响因素问卷》。结果表明：（1）教师社会化过程主要受学校社会化策略、教师主动社会化策略、同事支持和家长配合四方面因素的影响;（2）《教师社会化影响因素问卷》具有较好的内部一致性信度、结构效度和区分效度,可作为开展相关研究的评定工具。     

Organizational socialization tactics and newcomer proactive behaviors: An integrative study

The purpose of this study was to examine the relationship between organizational socialization tactics, newcomers’ self-efficacy, proactive behaviors, and socialization outcomes. Based on a sample of 140 co-op university students who completed surveys at the end of their work term, the results indicated that newcomers’ self-efficacy and institutionalized socialization tactics were positively related to newcomer proactive behaviors. The results also indicated that newcomer proactive behaviors partially mediated the relationship between their self-efficacy and organizational socialization tactics with a number of proximal and distal socialization outcomes. Furthermore, feedback-seeking and information-seeking moderated the relationship between socialization tactics and several socialization outcomes. Institutionalized socialization tactics were more strongly related to socialization outcomes for newcomers who engaged in less feedback-seeking and information-seeking behavior. These results support an interactionist approach to organizational socialization in which newcomers’ self-efficacy, proactive behavior, and organizational socialization tactics all contribute to newcomers’ adjustment and socialization.     

Socialization tactics and newcomer adjustment: A meta-analytic review and test of a model

One of the most popular and often studied topics in the organizational socialization literature is Van Maanen and Schein’s [Van Maanen, J., & Schein, E. H. (1979). Toward a theory of organizational socialization. In B. M. Staw (Ed.), Research in organizational behavior (Vol. 1), pp. 209-264. Greenwich, CT: JAI Press.] theory of organizational socialization tactics. Over 30 studies on socialization tactics have been conducted in the past 20 years. In this meta-analysis, we examine the relationships between six socialization tactics and various indicators of newcomer adjustment as well as the moderating effects of study design (cross-sectional vs. longitudinal), measurement scale (use of complete vs. modified tactics scale), and type of newcomer (recent graduates vs. other newcomers). Our results indicate that institutionalized socialization tactics were negatively related to role ambiguity, role conflict, and intentions to quit, and positively related to fit perceptions, job satisfaction, organizational commitment, job performance, and a custodial role orientation. We also found that the social tactics (serial and investiture) were the strongest predictors of adjustment outcomes. The results also indicated that the relationships between the tactics and outcomes were stronger for recent graduates compared to other newcomers; cross-sectional designs compared to longitudinal designs; and when Jones’ [Jones, G. R. (1986). Socialization tactics, self-efficacy, and newcomers’ adjustments to organizations. Academy of Management Journal, 29, 262-279.] complete scales were used compared to modified versions. Support was also found for a mediation model of newcomer adjustment in which role conflict, role ambiguity, and fit perceptions partially mediate some of the relationships between the socialization tactics and distal outcomes of adjustment. The implications of these results for research and practice are discussed.     

Socialization preferences and intentions: Does one size fit all?

The purpose of this study was to investigate student preferences for socialization tactics and their intentions to be proactive when they begin a new job. We examined the relationship between the Five Factor Model of personality and proactive personality with socialization tactics preferences and proactive behavior intentions in a sample of 243 undergraduate university students enrolled in a cooperative management program. The results indicate that personality predicts preferences for socialization tactics and intentions to be proactive. In particular, individuals high on agreeableness prefer institutionalized socialization tactics and individuals high on extraversion and proactive personality report higher intentions to be proactive when they begin a new job. These results suggest that one size does not fit all newcomers when it comes to socialization. The implications for research and practice before and after organizational entry are discussed.     

Learning the Ropes: The Protective Role of Mentoring in Correctional Police Officers’ Socialization Process

Formal mentoring is an individualized and contextualized socialization tactic to enhance newcomers’ learning—acknowledged as essential in the early career stage—that can be of particular value when entering a fairly unpredictable and stressful workplace. This research aims to understand the moderating role of formal mentoring in the relationship between organizational socialization and 2 adjustment indicators, a positive 1 (commitment) and a negative 1 (turnover intention). A questionnaire was administered to 117 correctional police officer newcomers, as prisons are especially critical work contexts for newcomers. The results show a direct effect from both socialization and mentoring on commitment and turnover, and an interaction between socialization and mentoring on turnover, although not on commitment. When the socialization process progresses steadily, both socialization and mentoring contribute to good adjustment, but when traditional tactics go wrong, a different learning source (formal mentoring) exerts a protective function, limiting newcomers’ intention to quit. These findings give support to the usefulness of mentoring in a law enforcement context and provide some insight into defining formal mentoring programs.     

Socialization tactics, proactive behavior, and newcomer learning: Integrating socialization models

The purpose of the study was to examine how socialization processes (socialization tactics and proactive behavior) jointly affect socialization content (i.e., what newcomers learn) and adjustment. Longitudinal survey data from 150 business and engineering graduates during their first 7 months of work indicate that: (1) institutionalized socialization and proactive behavior are each associated with newcomer learning, (2) the socialization processes and learning are each associated with various forms of adjustment, and (3) the socialization processes are associated with adjustment, while controlling for learning. These findings suggest that how newcomers are socialized has substantive and symbolic value over and above what they actually learn.     

Socializing the newcomer: The mediating role of leader–member exchange

We expand organizational socialization research by integrating social exchange theory, specifically leader–member exchange (LMX), as an important mediator in explaining newcomer attachment to the job, occupation, and organization. Using temporally-lagged data from 213 newcomers across 12 telemarketing organizations, we found that newcomer perceptions of LMX mediate the association between supervisory socialization tactics (i.e. supervisory job-focused advice, guidance, and role modeling) and occupational identification as well as between supervisory socialization tactics and perceived person-organization fit – but not between supervisory socialization tactics and job satisfaction. Our study specifies (1) LMX as a compelling mediating mechanism within the new employee ‘on-boarding’ process and (2) the immediate supervisor as an important relational source for newcomer attitudes.